Grammar AlmanacWritten by Tyler Eubank Edited by: Gary Williams

Tara Williams Gina Wang

Lily Wu Contributor: J.C. Guedon

Hello! Welcome to our Grammar Almanac! There are two purposes for the “Grammar Almanac.” The first is to supply teachers of “Step Into Grammar” with a quick reference in order to make class time more efficient. The second goal is to help teachers of Step Ahead gain a fuller understanding of the material. How to use this book? The grammar topics are listed alphabetically. There is also a table of contents that lists the topics by the “Step Into Grammar” book and the unit in which they are found. There is quite a lot of jargon used in the text of this book. However, there is a glossary at the end of the book. Any words in bold throughout the book are found in the glossary. Step Into Grammar When teaching Step Into Grammar, this book assumes that there are a few basic steps in a higher-level grammar lesson. These steps are as follows:

1. Name of the topic 2. Defining terms 3. Key points 4. Timeline (for tenses) and equations 5. Practice

In each entry, you will find:

1. A definition of the word 2. Key points 3. Areas of difficulty and possible tricks to help your students remember the grammar (including timelines, equations, etc.)

Step Ahead You will notice when teaching “Step Ahead” patterns that the key points in this book are spread across several patterns lessons or even across entire “Step Ahead” levels. You can use this book to understand what the lessons are building to and what the children will be responsible for knowing in the near future.

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Contents (listed alphabetically by topic): Appositions and Inversion Book 6, Unit 10….page 11

Auxiliaries Book 5, Unit 1….page 12

Comparative Adjectives Book 3, Unit 1….page 13

Comparison Adverbs Book 3, Unit 7….page 14

Conditional Sentences (if) Book 6, Unit 3….page 16

Conjunctions Book 6, Unit 2….page 18

Coordinate Clause, Principal Clause, Subordinate Clause Book 6, Unit 4….page 19

Countable Nouns vs. Uncountable Nouns Book 1, Unit 5….page 21

Definite Article (the) Book 1, Unit 7….page 21

Demonstrative Pronouns and Adjectives Book 2, Unit 4….page 23

Direct and Indirect Objects Book 2, Unit 2….page 23

Direct and Indirect Questions Book 6, Unit 7….page 24

Direct and Indirect Speech Book 6, Unit 6….page 27

Direct Questions Book 5, Unit 7….page 27

Formation of Adverbs Book 3, Unit 5….page 28

Function of Adverbs Book 3, Unit 6….page 29

Future Continuous Tense (will be verbing) Book 4, Unit 8….page 30

Future Tense (will/ be going to) Book 4, Unit 7….page 31

Gerunds Book 6, Unit 5….page 32

Imperatives Book 6, Unit 4….page 34

Indefinite Articles (a, an) Book 1, Unit 6….page 35

Indefinite Pronouns and Determiners Book 2, Unit 5….page 36

Infinitives Book 5, Unit 4….page 37

Interjections and Exclamatory Sentences Book 6, Unit 9….page 38

Kinds of Adverbs Book 3, Unit 4….page 39

Negative Sentences Book 5, Unit 6….page 40

Other Comparatives Book 3, Unit 3….page 40

Parts of Speech Book 1, Unit 1….page 42

Passive Voice Book 5, Unit 2….page 43

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Past Continuous Tense (was/were verbing) Book 4, Unit 6….page 44

Preposition Book 6, Unit 1….page 46

Present Continuous Tense (am/is/are + verbing) Book 4, Unit 5….page 47

Present and Past Participle Book 5, Unit 3….page 48

Present Perfect Continuous Tense (have/ has been verbing) Book 4, Unit 10….page 49

Present Perfect Tense (have/ has done) Book 4, Unit 9….page 51

Pronouns Book 2, Unit 1….page 52

Proper Nouns and Common Nouns Book 1, Unit 4….page 54

Punctuation and Capitalization Book 1, Unit 3….page 55

Qualitative and Quantitative Adjectives Book 2, Unit 7….page 56

Reflexive Pronouns Book 2, Unit 3….page 57

Relative Pronouns Book 2, Unit 6….page 58

Responses and Additions Book 6, Unit 8….page 61

Sensory Verbs Book 5, Unit 9….page 62

Sentence Structure Book1, Unit 2….page 63

Simple Past Tense (be verb) Book 4, Unit 3….page 65

Simple Past Tense (verb) Book 4, Unit 4….page 66

Simple Present Tense (be verb) Book 4, Unit 1….page 68

Simple Present Tense (verb) Book 4, Unit 2….page 69

Special Verbs Book 5, Unit 10….page 70

Superlative Adjectives Book 3, Unit 2….page 71

Tag Questions Book 5, Unit 8….page 73

Third Person Singular Rule ….page 74

Appendices

Appendix A: Glossary….page 75

Appendix B: Irregular Verbs….page 88

Appendix C: Verbs from Step Ahead 12….page 89

Appendix D: Common Verbal Phrases….page 91

Appendix E: Timelines….page 91

Appendix F: Web Resources ….page 94

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Contents

(listed by topic’s appearance in Patterns books ):

Step Ahead 1 Lesson 1-4 Indefinite articles, “a” and “an” (see Indefinite Article)

Lesson 5-6 Possessive Pronouns: your, his, her. (see Possessive Pronouns)

Lesson 7-8 Adverb, here. (see Kinds of Adverbs, Adverbs of Place)

Lesson 9-13 Plural Nouns (see Countable and Uncountable Nouns)

Step Ahead 2 Lesson 1-4 Adjectives (see Parts of Speech, Simple Present Tense (be verb))

Lesson 5-9 Preposition + Place (see Prepositions)

Lesson 10-17 Like (using different subjects with like)

(see First Person Singular Rule.)

Step Ahead 3 Lesson 1-5 Have (using different subjects with have)

(see First Person Singular Rule.)

(any, some) + (countable and uncountable nouns)

(see Countable and Uncountable Nouns)

Lesson 6-9 Want (using different subjects with want)

(see First Person Singular Rule.)

(any, some) + (countable and uncountable nouns)

(see Countable and Uncountable Nouns)

Lesson 10-13 Verbs (using different subjects with regular verbs)

(see First Person Singular Rule.)

Lesson 14-17 Time

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Step Ahead 4 Lesson 1-4 Time

Lesson 5 Like to + (Verb) (see Infinitives)

Lesson6 Have to + (Verb) (see Infinitives)

Lesson 7 Can + (Verb) (see First Person Singular Rule)

Lesson 8-9 Can (Subject) (Verb) (Prep + Place) (Prep + Time)?

Lesson 10 Preposition + Place (see Prepositions)

Lesson 11-13 (Like, Want, Have) + (Various Nouns)

Lesson 14-17 Using Prepositions with Different Prepositional Objects.

(see Prepositions)

Step Ahead 5 Lesson 1-4 Subordinating Conjunctions: as, before, after.

(see Subordinating Conjunctions)

Lesson 5-9 Prepositions and Prepositional Objects (see Prepositions)

Lesson 10-17 Countable and Uncountable Nouns

(see Countable and Uncountable Nouns)

Step Ahead 6 Lesson 1-4 Subordination Conjunctions, because and so.

(see Subordinate Conjunctions)

Lesson 5-8 Present Continuous Tense (see Present Continuous Tense)

Lesson 9 Present Tense vs. Present Continuous Tense.

Lesson 10-17 Simple past tense using “was” and “were”

(see Simple Past Tense)

Step Ahead 7 Lesson 1-9 Future tense (see Future Tense)

Lesson 10-17 Comparative and Superlative Adjectives (see Comparative Adjectives,

Superlative Adjectives)

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Step Ahead 8 Lesson 1-4 Future tense, going to (verb) (see Future Tense)

Lesson 5-17 Simple past tense (see Simple Past Tense)

Step Ahead 9 Lesson 1-4 Irregular past tense verbs (see Simple Past Tense)

Lesson 5-9 Past continuous tense (see Past Continuous Tense)

Lesson 10-12 Sensory verbs (see Sensory Verbs)

Lesson 13-17 Adverbs (see Adverbs)

Step Ahead 10 Lesson 1-13 Present perfect tense (see Present Perfect Tense)

Lesson 14-17 Present perfect continuous tense (see Present Perfect Continuous Tense)

Step Ahead 11 Lesson 1-9 Relative pronouns and adverb (see Relative Pronoun)

Lesson 10-11 Too and so (see Apposition and Inversion, Conjunctions)

Lesson 12-13 Coordinating conjunctions (see Conjunctions)

Lesson 14-17 Tag Questions (see Tag Questions)

Step Ahead 12 Lesson 1-2 Past Perfect Tense

Lesson 3 Future continuous tense (see Future Continuous Tense)

Lesson 5- 9 Conditionals (see Conditional Sentences (if))

Lesson 10-17 Passive Voice (see Passive Voice)

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Contents

(listed by topic’s appearance in Step Into Grammar books ):

SIG Book 1 Unit 1 Parts of Speech….page 42

Unit 2 Sentence Structures….page 63

Unit 3 Punctuation and Capitalization….page 55

Unit 4 Proper Nouns and Common Nouns….page 54

Unit 5 Countable Nouns vs. Uncountable Nouns….page 21

Unit 6 Indefinite Articles (a, an) ….page 35

Unit 7 Definite Article (the) vs. No Article….page 21

SIG Book 2 Unit 1 Pronouns….page 52

Unit 2 Direct and Indirect Objects….page 23

Unit 3 Reflexive Pronouns ….page 57

Unit 4 Demonstrative Pronouns and Adjectives….page 23

Unit 5 Indefinite Pronouns and Determiners….page 36

Unit 6 Relative Pronouns….page 58

Unit 7 Qualitative and Quantitative Adjectives….page 56

SIG Book 3 Unit 1 Comparative Adjectives….page 13

Unit 2 Superlative Adjectives….page 71

Unit 3 Other Comparisons….page 40

Unit 4 Kinds of Adverbs….page 39

Unit 5 Formation of Adverbs….page 28

Unit 6 Function of Adverbs….page 29

Unit 7 Comparison of Adverbs….page 14

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SIG Book 4 Unit 1 Simple Present Tense (be verb)….page 68

Unit 2 Simple Present Tense (verb) ….page 69

Unit 3 Simple Past Tense (be verb) ….page 65

Unit 4 Simple Past Tense (verb) ….page 66

Unit 5 Present Continuous Tense (am/is/are verbing) ….page 47

Unit 6 Past Continuous Tense (was/were verbing) ….page 44

Unit 7 Future Tense (will/ be going to) ….page 31

Unit 8 Future Continuous Tense (will be verb+ing) ….page 30

Unit 9 Present Perfect Tense (have/ has done) ….page 51

Unit 10 Present Perfect Continuous Tense (have/ has been verb+ing) ….page 49

SIG Book 5 Unit 1 Auxiliaries….page 12

Unit 2 Passive Voice….page 43

Unit 3 Present and Past Participles….page 48

Unit 4 Infinitives….page 37

Unit 5 Gerunds….page 32

Unit 6 Negative Sentences….page 40

Unit 7 Direct Questions….page 27

Unit 8 Tag Questions….page 73

Unit 9 Sensory Verbs….page 62

Unit 10 Special Verbs….page 70

SIG Book 6 Unit 1 Prepositions….page 46

Unit 2 Conjunctions….page 18

Unit 3 Conditional Sentences (if) ….page 16

Unit 4 Coordinate Clause, Principal Clause, Subordinate Clause….page 19

Unit 5 Imperatives….page 34

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Unit 6 Direct and Indirect Speech….page 25

Unit 7 Direct and Indirect Questions….page 24

Unit 8 Response and Additions….page 61

Unit 9 Interjections and Exclamatory Sentence….page 38

Unit 10 Apposition and Inversion….page 11

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APPOSITIONS AND INVERSIONS <:ApJ`zISJn> and <In`vRSJn> Book 6, Unit 10 Appositions consist of two clauses. The second clause renames the first. Inversions are sentences that begin with a word other than the subject. Key Points: 1. Restrictive appositions rename the noun and give clarification or vital information to the sentence. They do not need to be set aside by a comma. More often than not, they are proper nouns.

E.g. This is my friend Alice. (In our example “Alice,” is a crucial bit of information because it specifies to which friend the speaker is referring. It is therefore restrictive.)

2. Non-restrictive appositions rename the noun, but are not crucial for meaning. They are set apart by a set of commas. There are usually common nouns.

E.g. My wife, the nurse, is always home very late. (In our example “the nurse” does not further narrow down the sentence (unless there is more than one wife). The apposition is therefore non-restrictive and needs to be set off by commas.

3. Inversions are sentence that do not begin with the subject. Inversions can be interrogative sentences. They may also begin with an adverb, here, there, so, only. There are other inversions that begin with an adverb with a negative meaning such as: hardly, no sooner, never.

E.g. Here you see the monkey swinging in the tree. Tips: 1. For teaching the difference between restrictive and non-restrictive appositions you can have them write this in their notes: A. Restrictive (no comma) = only one (proper noun) B. Non-restrictive (with comma) = (normal noun)

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Notes: AUXILIARIES <:ZUg`zIlJrI> Book 5, Unit 1 Auxiliary verbs help the main verb to make different tenses like continuous tense, perfect tense or passive voice. This is why we can call them “helping verbs.” Key Points: 1. Basic auxiliaries are “do” and “does” for present tense and “did’ for past tense. 2. Modal auxiliaries are: can, could, may, might, will, would, shall, should, must, have to, has to. Tips: 1. Do your students remember these chants? A. He, She, It, (name), Verb+s. B. When you see does, bye-bye ‘s’. C. When you see did, bye-bye past tense verb. 2. There are a couple of distinctions that are also important to remind your students: A. Can is present, could is usually the past tense of can.

B. We use ‘will’ when we are 100% sure, we use ‘would’ when we are not 100% sure.

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3. There are two kinds of auxiliaries. Have your students write this in their notes:

Basic (no meaning): do, did, does Auxiliaries (Helping Verbs)

Modal (with their own meaning, i.e. when you translate, you have to write their meaning): can, may, will, must, have to…

Notes: COMPARATIVE ADJECTIVES <kJm`pArJtIv `AdjIktIv> Book 3, Unit 1 Comparative adjectives are used to tell the differences and relationships between two things in sentences like, “I am taller than you.” Key Points: 1. Add –er to short adjectives (or for two syllable adjectives ending in –y bye-bye –y add –ier. e.g. happier) 2. Use (more + adjective) for words of two syllables or more (with the exception of those ending in –y as seen in the first key point).

E.g. This TV is more expensive than that TV. 3. There are some irregular adjectives. Their use needs to be memorized.

E.g. good, better, best; bad, worse, worst. 4. The regular pattern will look like this:

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(noun 1) + (be verb) + (comparative adjective) + than + (noun 2). E.g. My dog is cuter than your dog.

Tips: Tips: 1. Here is a list of questions for children to answer when making an adjective into a comparative adjective. 1. Here is a list of questions for children to answer when making an adjective into a comparative adjective. A. Is it regular or irregular? (If regular add –er ) A. Is it regular or irregular? (If regular add –er ) B. Does it end in –y? (Then bye-bye –y add ier). B. Does it end in –y? (Then bye-bye –y add ier). C. Does it have 2 or 3 syllables? (Use more or most). C. Does it have 2 or 3 syllables? (Use more or most). D. Does it end in –e? (Then add –r). D. Does it end in –e? (Then add –r). 2. Comparative= (A>B) 2. Comparative= (A>B) Adj. + (adj.+er, adj.+r, adj.+ier, more adj.) + than Adj. + (adj.+er, adj.+r, adj.+ier, more adj.) + than Superlative = (A> B,C,D…) Superlative = (A> B,C,D…) Be verb + the (adj.+est, most adj.) Be verb + the (adj.+est, most adj.) 3. When you see ‘the’ use comparative. When you see ‘than’ use superlative. 3. When you see ‘the’ use comparative. When you see ‘than’ use superlative. Notes: Notes: COMPARISON OF ADVERBS or Comparative Adverbs COMPARISON OF ADVERBS or Comparative Adverbs <kJm`pArJtIv `AdvRb> <kJm`pArJtIv `AdvRb> Book 3, Unit 7 Book 3, Unit 7 Comparison adverbs are used much the same as comparative adjectives Comparison adverbs are used much the same as comparative adjectives (see Book 3 Unit 1). They are used to describe the differences between two or more things.

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Key Points: 1. For short adverbs add –er or –est. 2. For adverbs of more than 2 syllables or ending in –ly, use more or most.

E.g. She paints more beautifully than I do. 3. For similes, use as + adverb + as or not as + adverb + as

E.g. He runs as quickly as me. 4. For comparisons the pattern looks like this: (noun 1) + (verb) + (comparative adverb) + than + (noun 2).

E.g. Tommy works harder than Susie. Tips: Here is a chart that should help your students make some sense of the key points: Tips: Here is a chart that should help your students make some sense of the key points: Comparative Comparative Superlative Superlative 1 syllable (adv.)+er (adv.)+est 2 syllable More + (adv.) + (than) The most (adv.) Formulas: Similes: (Noun/ / ) + Verb + as + Adverb + as… (Noun/ / ) + Auxiliary + not + Verb + as + Adverb + as… Comparisons:

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(Noun/ / ) + verb + Comparative Adverb + than… (Noun/ / / Verb) + much + Comparative Adverb + than… Notes: CONDITIONAL SENTENCES (IF) <kJn`dISJnL `sEntJns> Book 6, Unit 3 There are two clauses in a conditional sentence. The main clause (principal clause) can only happen when the “if” clause is satisfied. Key Points: 1. There are two parts to a conditional sentence, the main clause and the “if” clause. E.g. If you study English everyday, you will be very good at it. (in this example “If you study English everyday,” is our “if” clause because it begins with “if.” The clause, “You will be very good at it,” is our main clause. Our main clause can only happen when our “if” clause is satisfied.) 2. There are four types of conditional sentences: A. To talk about something that is always true: (present tense “if” clause) + (present tense main clause). E.g. If you make the teacher angry, you get extra homework.

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B. To talk about something that is likely to happen: (present tense “if” clause) + (future tense main clause). E.g. If you get a good test grade, you will be very happy. C. To talk about something imaginary or impossible: (past tense “if” clause) + (would + (verb)). E.g. If I were you, I would go home.

D. To talk about something that happened in the past and is impossible to change: (past perfect tense “if” clause) + (would have + (past participle)).

E.g. If I had studied harder, I wouldn’t have failed the test. Tips: 1. Make sure your students write these down: A. If + Subject + Verb, Subject + Verb(s). = Always trueE.g. If you study, you learn more. B. If + Subject + Verb, Subject + will + Verb. = Possible to happenE.g. If you jump off a bridge, you will get hurt. C. If + Subject + (were/ past tense verb), Subject + would + Verb. = Impossible E.g. If Jimmy were a dog, he would have lots of friends. D. If + Subject + had + Past Participle Verb, Subject + would have + Past Participle Verb. = Done before, can’t change. E.g. If I had studied, I would have gotten a better grade. Notes:

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CONJUNCTIONS <kJn`djVnkSJn> Book 6, Unit 2 Conjunctions are “joining” words. Key Points: There are two kinds of conjunctions, coordinating conjunctions and subordinating conjunctions. 1. Coordinating conjunctions join parts that are grammatically similar. Tell your children that they combine two of the same thing.

E.g. I like apples, and I like bananas. 2. Subordinating conjunctions join a subordinate clause to a main clause (principal clause).

E.g. I will go to the movies unless it rains. 3. A subordinate conjunction always comes at the beginning of a subordinate clause. You can tell a subordinate clause because it depends on the action of another clause, the principal clause. (In our example from Key Point 2, “unless” is our coordinating conjunction. We can tell not only because it is underlined but also because it comes at the beginning of a subordinate clause. The clause, “It rains,” has a subject and a verb but lacks complete meaning. It relies on the principal clause to gain that meaning.) Tips: 1. The children will learn more about the different kinds of clauses in Unit 4 of this book. 2. Coordinating conjunctions combine two of the same thing such as: adj. and adj., noun and noun, verb and verb. 3. Make sure your students have this in their notes: One word (and, but, or) A. Co. Conjunction Two words (not only…but also, both…and…)

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Sub. Conj. + S. C. , P. C. B. Sub. Conjunction P. C. + Sub. Conj. + S. C. Legend: Sub. Conj. = Subordinating Conjunction (i.e. after, before, if, when, although.) S.C.= Subordinate Clause, P.C. = Principal Clause. Notes: COORDINATE CLAUSE, PRINCIPAL CLAUSE, SUBORDINATE CLAUSE <ko`OrdN:et klOz>, <`prInsJpL klOz), <sJ`bOrdNIt klOz) Book 6, Unit 4 Coordinate clauses are joined by coordinating conjunctions (and, or, but). (See Book 6, Unit 2) Principal clauses are the main clauses (see Book 6, Unit 3: Conditional Sentences). Subordinate clauses contain a subject and verb but depend on the main clause (principal clause) for complete meaning. Key Points: 1. Coordinate clauses are joined by coordinating conjunctions (and, or, but).

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E.g. I like apples, and I like bananas. (both clauses in this example have a subject and verb. Both clauses in this example have complete meaning when read by themselves. They are therefore coordinate clauses.)

2. Principal clauses are the main clauses.

E.g. I will go to the movie unless it rains. (In our example “I will go to the movie,” is our principal clause. “Unless it rains,” is a subordinate clause because it relies on the principal clause for meaning. )

3. There are three kinds of subordinate clauses: A. Noun clauses often begin with “that” or wh- words. A noun clause will perform the same duties as a noun in a sentence. E.g. What he said made his teacher angry.

B. Adjective clauses modify a noun in the principal clause. These are also called “Relative Clauses.” (see Relative Pronouns Book 2, Unit 6)

E.g. He is the man that ate my dog. (In our example “that ate my dog,” modifies the noun “the man,” in the principal clause.)

C. Adverb clauses modify the verb of the principal clause.

E.g. I was sleeping when you came to my house. (In our example “when you came to my house,” modifies “was sleeping.”)

Tips: Your students will be asked to identify the three different kinds of clauses. Give them quite a lot of practice at it. Notes:

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COUNTABLE NOUNS VS. UNCOUNTABLE NOUNS <:kZUntJbL `nZUnz> vs. <Vn`kZUntJbL `nZUnz> Book 1, Unit 5 There are two kinds of nouns in English. Countable nouns are objects that we can touch and count easily. Uncountable nouns are things like liquids that are impossible to count. Key Points: 1. Countable nouns can be plural or singular

E.g. I have an apple. He has some apples. 2. Uncountable nouns are treated as singular and the verb must agree as such.

E.g. This milk smells bad. 3. Uncountable nouns will not take (a or an). We can use (some, any, a little, or much)

E.g. I have some money. Tips: 1. Using a chart like this might help to clarify when to use which articles. This will also help in telling when to use singular or plural rules: Countable Uncountable 1 a/ an/ the The (noun) 2,3,4… Some (n)s Some (n) S (no ‘s’) 2. Do your students remember these charts? Do they know when to use which quantitative adjectives? Yes Some ?/No Any

Yes A lot of ?/ No Much

Countable Uncountable Yes lots of, a lot of lots of, a lot of No not many, only a few not much, only a little ? many much

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Notes: DEFINITE ARTICLE (THE) <:dEfJnIt `artIkL> Book 1, Unit 7 “The” points to a specific noun. Key Points: 1. We use ‘the’ to refer to particular, specific things or unique things. 2. The Smiths = The Smith family. 3. We cannot use ‘the’ before proper nouns (except for Key Point 2!). Tips: 1. The subtleties of using ‘the’ may be quite difficult for your students. Try to break it down into the fewest rules possible. A. Particular: Look at the flower. B. Unique: The Earth C. The first time we use a noun, we use ‘a’ or ‘an,’ when it is mentioned again, we use ‘the.’ E.g. May I borrow a pencil. Thank you for the pencil. 2. Try giving your students a brief paragraph with the articles missing. See if they can fill in the articles using the rules mentioned above. Notes:

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DEMONSTRATIVE PRONOUNS AND ADJECTIVES <dI`man:strJtIv `pronZUn> <dI`man:strJtIv :ZdjIktIv> Book 2, Unit 4 Demonstrative pronouns and adjectives are “this,” “that,” “these,” and “those.” Key Points: 1. For demonstrative pronouns, “this,” and “that,” are singular-- “these,” and “those,” are plural. 2. When these four words are placed in front of a noun, they are adjectives. Tips: Here is a quick chart to help clarify the uses of demonstrative pronouns: Can touch Can’t touch

1 This That

2,3,4… These Those

Notes: DIRECT AND INDIRECT OBJECTS <dJ`rEkt :abdjIkt> <:IndJ`rEkt :abdjIkt> Book 2, Unit 2

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A direct object is the person or thing that the verb is happening to. An indirect object is someone or something that is affected by the verb. The indirect object is typically the recipient of the action but not the primary object. Key Points: 1. With a preposition the typical structure looks like this: (Subject) + (verb) + (direct object) + (preposition) + (indirect object).

E.g. Bob took the books to Teacher Gina. 2. When there is no preposition, the DO and IO switch positions thusly: (Subject) + (verb) + (indirect object) + (direct object).

E.g. Bob took Teacher Gina the books. Tips: It could be quite a headache trying to explain what the recipient of action is. So, teach it the way your sixth-grade teacher taught it to you. Bombard your students with sentences to dissect. The key to the unit is making your students confident in their instincts about the material. They have studied that material in depth, although they may not realize it! Notes: DIRECT AND INDIRECT QUESTIONS <dJ`rEkt `kwEstSJn> and <:IndJ`rEkt kwEstSJn> Book 6, Unit 7 Direct questions are quoted questions. (These were covered previously in Book 5, Unit 7.) Indirect questions are much like indirect speech in that it is reported rather than quoted. Indirect questions end in a period rather than a question mark.

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Key Points: 1. Review Book 5, Unit 7 for information on direct questions. 2. Indirect questions can be “yes” or “no” questions. They can also be wh- questions. A. The structure for wh- questions looks like this:

(Subject) + (verb) + wh- + (subject) + (verb). E.g. My dad asked me when I would be home. B. The structure for “yes,” or “no,” questions looks like this:

(Subject) + (verb) + (whether/ if) + (subject) + (verb). E.g. My dad asked me whether I finished my homework. Tips: Students will have difficulty deciding which tense to use in the second clause. Do more practice. Notes: DIRECT AND INDIRECT SPEECH <dJ`rEkt spitS> <:IndJ`rEkt spitS> Book 6, Unit 6 Direct speech is in quotation marks. Indirect speech is a summing up of what was said. We usually say “that” in indirect speech. Key Points: 1. Direct speech uses quotation marks. 2. We use the word, “that” to link indirect speech to the principal clause.

E.g. He said that he was happy.

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3. Sometimes we have to change tense. When changing tense, there are four things to keep in mind:

1. If it is a fact, use present tense. E.g. My teacher said, “The moon goes around the Earth.” My teacher said that the moon goes around the Earth. 2. If it is habitual (always, usually, seldom, sometimes or never), we use present tense. E.g. I said, “I always eat my vegetables.” I said that I always eat my vegetables. 3. If the sentence is a future tense sentence, change “will” to “would.” E.g. Annie said yesterday, “I will go to Japan tomorrow.” Annie said yesterday that she would go to Japan tomorrow. 4. In other circumstances, the verb in the indirect speech should match the verb in the principal clause. E.g. Annie said, “I want to go to the movie.” Annie said that she wanted to go to the movie.

Tips: 1. Your students will be asked to change direct speech into indirect speech. This sort of language problem is a huge part of the GEPT. 2. When introducing quoted speech, it may be useful to use a figure such as this:

Bob

Hey, I’m Bob. Next, take out the speech bubble and put quotation marks around Bob’s words: “Hey, I’m Bob.”

Bob

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Finally, take out Bob entirely, but tag the speech as his: “Hey, I’m Bob,” Bob says. Notes:

DIRECT QUESTIONS <dJ`rEkt `kwEstSJn> Book 5, Unit 7 Direct questions are either “yes” and “no” questions or begin with a wh- word. Key Points: 1. “Yes” and “no” questions begin with a be verb or auxiliary (see Unit 1). E.g. Is he standing? 2. In negative questions, “not” will usually make a contraction with the leading auxiliary (see Unit 6). E.g. Don’t we have fun? 3. Wh- (who, when, what, where, why, how) questions will not have a “yes” or “no” answer. 4. Other direct questions will have “how about,” or “what about.” Tips: When first introducing yes and no questions, make sure to chant: After ‘yes,’ and ‘no,’ always comma.

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Notes: FORMATION OF ADVERBS Book 3, Unit 5 Adverbs are words that can modify verbs, adjectives or other adverbs. They can express a relation of place, time, circumstance, manner, cause, or degree. Key Points: 1. Most adverbs are “-ly” words. You can make an adjective into an adverb by adding –ly

E.g. slow- slowly 2. Some adjectives and adverbs are the same.

E.g. late, fast, hard, pretty 3. Sometimes the adjective means something else after adding –ly. 4. Some adverbs do not end in –ly.

E.g late, near, hard Tips: 1. While there are quite a few exceptions to the rules, the students basically need to know that adverbs tell us the how a verb is occurring. How is Timmy running? He is running crazily. The rest of the information will come in later units when the students will learn adverbs of time, place, circumstance, etc. 2. It is also important that the children know (Adjective) + -ly = (Adverb)

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Notes: FUNCTION OF ADVERBS Book 3, Unit 6 Adverbs are words that can modify verbs, adjectives or other adverbs. They can express a relation of place, time, circumstance, manner, cause, or degree. Key Points: 1. Adverbs can modify a verb, can modify an adjective, can modify other adverbs, or can modify a whole sentence. 2. Adverbs can be more than one word.

E.g. in fact, in addition, as a matter of fact 3. Interrogative adverbs (when, where, why, how) come at the beginning of a sentence. 4. Adverbs of frequency (sometimes, always, often, usually, never) are placed (a.) after be verbs (b.) before verbs (c.) between auxiliary verbs. Tips: Refer back to the topics “Kinds of Adverbs,” and “Formation of Adverbs” for more information. Adverbs have many functions and it is hard to classify them at times. Make sure you give plenty of simple, clear examples to your students. Notes:

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FUTURE CONTINUOUS TENSE (WILL BE + VERBING) <`fyUtSK kJn`tInyUJs tEns> Book 4, Unit 8 The future continuous tense describes action at one time in the future. The action will take a long time. Key Points: 1. The basic structures will be looking like this: (Subject) + (shall/ will be) + (verb+ing). E.g. Benson will be sleeping. (Subject) + (shall not/ will not be/ won’t be) + (verb+ing). E.g. Yoyo will not be studying. Will + (subject) + be + (verb+ing)? E.g. Will Eric be waiting? 2. We use “shall” with the words “I” and “we.” 3. We usually add a future tense time to the end to make the sentence clearer to the listener. Tips: 1. The shall pattern sounds a bit archaic, make sure your children recognize it as future tense. 2. The tense chart will look like this: In your SIG book you can see that there is an extra ‘x.’ This is because the time being spoken about is relatively short, but it began before and will continue. In the sentence “I will be reading at 10 o’clock tonight,” the ‘x’ would represent 10 o’clock (a very specific and short time). The squiggly line represents reading. It started before 10 o’clock and will continue until after 10 o’clock. Confused? So are your students. You can simplify it by taking away the extra ‘x.’ 3. You can give your students simplified formulas like this: (Noun/ / ) + will be + (verb+ing) + (prep) + (time).

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E.g. He will be eating at 5 o’clock.

Notes: FUTURE TENSE (WILL BE/ GOING TO) <`fyUtSK tEns) Book 4, Unit 7 Future tense refers to action that has not yet happened or action that will happen. Key Points: 1. You can use “will” or “going to” in a future tense sentence, but the structures of the two are a bit different. (Subject) + (will) +(verb). E.g. Kevin will go to school. (Subject) + (am/ is/ are) + (going to) + (verb). E.g. Kevin is going to go to school. 2. A future tense time (tomorrow, next week, next month, in ten minutes, etc.) is often used. 3. The sentence structures will look something like this (using only “will”): (Subjuct) + will + (verb). E.g. Kevin will go to school. (Subject) + will + not + (verb). E.g. James will not go to Tainan. Will + (subject) + (verb)? E.g. Will Elaine kiss a frog? (Who, What, When, Where, Why, How) + will + (subject) + (verb)? E.g. When will you pay for you plane tickets? Who will + (verb)? E.g. Who will clean up the classroom?

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4. “Be going to” is more certain than “will.” 5. “Will not” = “won’t” Tips: 1. Your tense chart will looks like this: 2. You can use formulas like these:

(will) + (v.) + (prep.) + (time).

(n./ / ) (am, is, are) +going to + (v.) + (prep.) + (time). E.g. I will run in July. Notes: GERUNDS <`djErJnd>

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Book 5, Unit 5 Gerunds are (verb+ing) words. They are used as nouns. Key Points: 1. Gerunds can be used as subjects.

E.g. Running is fun. 2. Gerunds can be used as compliments; they can follow a (be verb).

E.g. Winnie’s hobby is collecting stamps. 3. Gerunds can be used as objects (when placed after prepositions or verbs).

E.g. She likes dancing. 4. Verbs can often be followed by a gerund or an infinitive and maintain the same meaning—It started to rain. It started raining. Other times, however, the meaning of the sentence will be different depending on whether the verb is followed by a gerund or infinitive. Tips: 1. Here is a list of verbs that can be followed by a gerund or infinitive without changing the meaning of the sentence: attempt, begin, can’t bear, can’t stand, continue, hate, like, love, prefer, propose, regret and start. 2. Try explaining to your students that gerunds are nouns that look like verbs. Why? Because when we talk about a verb it becomes a noun. E.g. I can run. E.g. I like running. (compare this to the sentence “I like apples.”) 3. Make sure your students have these patterns in their notes: A. Verb+ing + is + verb. (Here the gerund is the subject.) B. Subject + is + Verb+ing. (Here the gerund is the compliment.) C1. Subject + VT + Verb+ing. e.g. She likes dancing. (Here the gerund is the obect) C2. Subject + Verb + Prep + Verb+ing. e.g. She always things about dancing. (Here again the gerund is the object.)

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Notes: IMPERATIVES <Im`pErJtIv> Book 6, Unit 5 Imperatives are sentence that show a mood, often commanding. Key Points: 1. In an imperative sentence the subject is understood to be “you.” (the listener). 2. The sentence structure is like this: A. Be + (adjective). E.g. Be careful. B. (Simple present tense verb) + …. E.g. Get out. E. Never + (simple present tense verb). E.g. Never lie. F. Let + (object) + (simple present tense verb). E.g. Let sleeping dogs lie. G. Let’s + (simple present tense verb). E.g. Let’s go. 3. For most negative sentences add “don’t” to the beginning of the sentence.

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Notes: INDEFINITE ARTICLES (A, AN) <In`defJnIt `artIkL> Book 1, Unit 6 Indefinite articles are adjectives that refer to one noun. However, these words may refer to no particular noun. (see Book 1, Unit 7 for comparison to the definite article.) Key Points: 1. Use “a” with words that begin with consonants. 2. Use “an” with words that begin with vowels or words that sound like they begin with vowels.

E.g. an orange, an hour Tips: 1. a/ an = 1 2. Try chanting: an a e i o u

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Notes: INDEFINITE PRONOUNS AND DETERMINERS <In`dEfJnIt `pronZUn> <dI`tRmInK> Book 2, Unit 5 An indefinite pronoun is a pronoun that does not refer to any particular person or thing. Determiners are used in front of nouns to indicate whether you are referring to something specific or something of a particular type.

Determiners are different to pronouns in that a determiner is always followed by a noun. Key Points: 1. The indefinite pronouns (someone, somebody, something, anyone, anybody, anything, everyone, everybody, one, nobody, nothing and none) refer to no particular person or thing. These words all follow singular grammar rules. (E.g. Everyone likes money.) 2. The indefinite pronouns (one, ones, and others) refer to something mentioned previously.

E.g. There are several apples. One is for you. 3. Determiners as adjectives can refer to people and things in a general way. E.g. All the students are excited for Christmas. 4. Neither…nor and either…or can be used as subject or object. When they are used as subjects the verbs must agree with the nearest noun.

E.g. Neither he nor I agree with what you said. (In our example, the nearest noun to “agree,” is “I,” therefore, “agree” must agree with “I.”

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Notes: INFINITIVES <In`fInJtIv> Book 5, Unit 4 An infinitive is (to+verb). An infinitive can be used in many different ways. Key Points: 1. An infinitive can be a noun.

E.g. To run is his favorite sport. 2. An infinitive can be an adjective.

E.g. I am excited to learn. 3. And infinitive can be an adverb.

E.g. We will sing to entertain. 4. An infinitive can also be part of a phrase.

E.g. To be honest with you, I have no idea. Tips: 1. Gerunds and infinitives are often interchangeable (see Key Point 4, Book 5, Unit 5: Gerunds). 2. Students will be seeing quite a lot of this pattern. Make sure you students have this in their notes and know how to use it: A. To Verb + is + … + for Subject B. It is + adj. + for + person + to verb. (Here ‘it’ is an empty subject.) 3. There are many verbs that may be followed by the infinitive here is a list:

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afford | agree | appear | arrange | ask | attempt | care | choose | claim | come | consent | �dare | decide | demand | deserve | determine | elect | endeavor | expect | fail | get | guarantee | �hate | help | hesitate | hope | hurry | incline | intend | learn | long | manage | mean | need �offer | plan | prepare | pretend | promise | refuse | resolve | say | seem | tend | threaten | want | wish Notes: INTERJECTIONS AND EXCLAMATORY SENTENCES <:IntK`djEkSJn> and <Ik`sklAmJ:tOrI sEntJns> Book 6, Unit 9 An exclamatory sentence is a sudden cry or remark expressing surprise, anger or pain. An interjection is an exclamatory word. They don’t having any grammatical connection with other parts of the sentence. They simply wedge or interject themselves. Key Points: 1. Exclamatory sentences will look like this: A. How + (adjective/ adverb) + (subject) + (verb)! E.g. How fat you are! B. What + (noun) + (subject) + (verb)! E.g. What a hot day it is! 2. Interjections may be followed by period, exclamation point or comma. Some interjections are more than one word.

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Notes: KINDS OF ADVERBS Book 3, Unit 4 Adverbs are words that can modify verbs, adjectives or other adverbs. They can express a relation of place, time, circumstance, manner, cause, or degree. Key Points: There are 6 major types of adverbs. 1. Adverbs of manner <`AdvRb Jv `mAnK> or how the verb acts

E.g. fast, slowly, quickly, carefully, sadly, loudly, early, late 2. Adverbs of time <`AdvRb Jv tZIm> or when the adverb happened

E.g. today, now, tomorrow, yesterday, then 3. Adverbs of frequency <`AdvRb Jv `frikwJnsI> or how often

E.g. always, usually, often, sometimes, seldom, never 4. Adverbs of degree <`AdvRb Jv dI`gri> or adverbs that tell us how much or how little

E.g. quite, rather, very, much, nearly, almost, really 5. Adverbs of place <`AdvRb Jv ples> or adverbs that tell us more about direction and place

E.g. here, there, everywhere, north, south, east, west 6. Interrogative adverbs <:IntJ`ragJtIv `AdvRb> or question words

E.g. when, where, why, how

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Notes: NEGATIVE SENTENCES <`nEgJtIv `sEntJns> Book 5, Unit 6 A negative sentence contains “no,” “not,” or “never.” Key Points: 1. Most negative sentence will have “not” after the auxiliary verb.

E.g. He is not my brother. 2. In negative questions, “not” is usually placed in a contraction with the auxiliary.

E.g. Didn’t he eat a monkey? (This means you are 90% sure he ate a monkey.)

3. Some negative sentences will have “never” or “no.” E.g. We never use chopsticks.

Notes: OTHER COMPARATIVES

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Book 3, Unit 3 There are a few other ways to compare two things. Key Points: 1. As (something) as (see simile <`sImJ:lI>)

E.g. He is as lazy as I am. 2. (something 1) less than (something 2)

E.g. Jimmy is less clever than his sister. 3. the least (adjective)

E.g. Alex is the least handsome of the brothers. 4. no other + (noun) + (verb) + so + (adjective) + as

E.g. No other monkey is so smart as Albert. 5. (adjective+er) + than any other + (singular noun)

E.g. She is faster than any other girl. 6. (adjective+er) + than all other + (plural noun)

E.g. Jack is taller than all other boys in his class. Tips: Here is a simple way to break it down for your students: Comparing things in common: 1. (be v.) + as (adj.) + as 2. (v.) + as + (adv.) + as 3. (v.) + as many (n.)s + as 4. (v.) + as much (u.c. n.) as Comparing different things: 1. (be v.) + less + (adj.) + than 2. (be v.) + the least + (adj.) 3a.(be v.) + (adj.)er + than any other (n.) 3b.(be v.) + more + (adj.) than any other (n.) 4a.(be v.) + (adj.)er than all other (n.)s 4b.(be v.) + more (adj.) + than all other (n.)s

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Notes: PARTS OF SPEECH <:parts Jv `spitS> Book 1, Unit 1 Words fit into several different categories: noun, verb, pronoun, adjective, adverb, preposition, conjunction, and interjection. Key Points: 1. Nouns. <nZUn> Person, place, or thing. Usually things we can touch.

E.g. pen, dog, word, music, Taipei, Jack 2. Verbs. <vRb> Action or state. Something we can do.

E.g. be, have, like, do 3. Pronouns. <`pronZUn> Takes the place of a noun. A no-name noun.

E.g. I, you, we, they, me, us, themselves, himself 4. Adjectives. <`AdjIktIv> Describes a noun.

E.g. six, red, hot, angry, well, interesting 5. Adverb. <`AdvRb> Modifies a verb, adjective, or adverb.

E.g. quickly, slowly, sadly, well, really, when, where, why 6. Preposition. <:prEpJ`zISJn> Tells about location or time

E.g. to, at, after, on, of, for, with 7. Conjunction. <kJn`djVnkSJn> Joins sentences and words.

E.g. and, but, when, after, because, so, while 8. Interjection. <:IntK`djEkSJn> Shows feeling, exclamations.

E.g. oh, ouch, hi, well Tips:

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1. Give your students some words and ask for the grammar labels. Give them some more difficult words that they can look up in their dictionaries. Notes: PASSIVE VOICE <`pAsIv vOIs> Book 5, Unit 2 The passive voice is used when the object of the sentence is more important than the subject. The object is therefore brought to the front of the sentence. Key Points: 1. The basic structure is this: (object) + (be verb) + (past participle) + [by + (subject)]

E.g. The ball was hit by me. The subject in passive voice isn’t really important. You can usually omit the subject altogether. 2. You can use any tense with passive voice by changing your auxiliary verb.

E.g. The ball was hit by me. The ball is being hit by me.

Tips: 1. Be careful your students’ books may say that when the object moves to the beginning of the sentence, it become the subject of the sentence. It is up to you how you want to label it.

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Notes: PAST CONTINUOUS TENSE (WAS/WERE + VERBING) <`past kJn`tInyUJs tEns> Book 4, Unit 6 Past continuous tense is used to say that we were in the middle of doing something at a particular moment in the past. Key Points: 1. The structure will look something like this: (Subject) + (was/ were) + (verb+ing). E.g. I was eating. 2. Because past continuous tense talks about being in the middle of something in the past, when and while are often used.

A. (Subject) + (be verb) + (past continuous tense) + when + (subject) + (simple past tense).

E.g. I was running when I fell. B. (Subject) + (Simple past tense) + while + (subject) + (be verb) + (past continuous tense).

E.g. I fell while I was running. Tips: At this point, the book isn’t laid out in the most logical way. Examine exactly what the book asks the children to know. Try to re-work it in the most logical way possible. Perhaps you want to teach it a clause at a time: 1. A. Begin with the continuous clause. Use a few easy examples. “I was running,” “I was eating,” or “I was sleeping.”

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Show the timeline for these examples: B. Give the formula: (n./ / ) + (was/ were) + (verb+ing). C. Now add the simple past tense clause. This is what your timeline will look like. Make sure to use a few simple examples. D. And you just need to make a simple addition to your formula. This is the simplified version: (past continuous) when (past tense). E. Finally, you can also change it around and use “while,” in between the clauses: (past tense) while (past continuous). Short While Long Long When Short Notes:

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PREPOSITIONS <:prEpJ`zISJn> Book 6, Unit 1 Prepositions are used to tell more about time or place in a sentence. Key Points: 1. Prepositions of place tell you where.

E.g. at, on, in, above, beside 2. Prepositions of time are used with time to tell more about when.

E.g. at (time) , in (month), last (year). 3. Prepositions are often connected with other words to make prepositional phrases.

A. Verb phrase is a (verb) + (preposition). (see Appendix C for a list of common prepositional phrases.

B. Adjective phrase is a (be verb) + (adjective) + (preposition) E.g. I am bored with beef noodles.

C. Preposition phrase is (preposition) + (noun) E.g. I go to school by scooter.

Tips: 1. The children have quite a few problems with prepositions when they are beginning learning English. Hopefully at this point your students have a pretty good comprehension. The new material is really the prepositional phrases. You can use a few examples of easy sentences and let your students dissect them. E.g. I go to school by scooter. E.g. I sleep in a bed. E.g. I laughed at him. 2. For the third key point, you can give your children a list of possible phrase combinations. A. Verb phrase = verb + preposition B. Adjective phrase = be verb + adj. + preposition C. Prepositional phrase = Preposition + noun

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Notes: PRESENT CONTINUOUS TENSE (am/is/are + verbing) <`prEzNt kJn`tInyUJs tEns> Book 4, Unit 5 Present continuous tense describes something that is happening now. Key Points: 1. Present continuous tense is something that is happening now (or in the future!?!), but you cannot use this tense with like or want. 2. For action happening now, the structure will look like this: (Subject) + (am/ is/ are) + (verb+ing).

E.g. I am running. (Subject) + (am/ is/ are) + not + (verb+ing).

E.g. I am not running. (Am/ Is/ Are) + (subject) + (verb+ing)?

E.g. Am I running? (What/ When/ Where/ Why/ How) + (am/ is/ are) + (subject) + (verb+ing)?

E.g. What are you doing? Who is + (verb+ing)?

E.g. Who is running? Tips: 1. The book says that you can use present continuous to talk about things that will happen in the future. It’s a difficult concept for them to get their heads around. This only works with a handful of verbs as well: leaving, going, staying, etc. Touch on it briefly and let them know that it is the same as a future tense sentence.

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2. Here is the timeline:

3. Here is the formula: (n./ / ) + (am/ is/ are) + (verb+ing). Notes: PRESENT AND PAST PARTICIPLES <`prEzNt `partJsJpL> <pAst `partJsJpL> Book 5, Unit 3 A participle is a word formed from a verb that can function as part of a verb phrase. The present participle is a participle that ends in -ing. It can be used with the auxiliary verb 'to be' to form the continuous tense (I am running). It always takes the ‘ing’ form of the verb, even irregular verbs have an ‘ing’ form, in fact virtually all English words that end with ‘ing’ are present participles.

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A past participle indicates past or completed action or time. It is often called the 'ed' form as it is formed by adding d or ed, to the base form of regular verbs, however it is also formed in various other ways for irregular verbs (walked, run). Key Points: 1. Form present participle by adding –ing to a verb. 2. We usually make past participles by adding –ed to a verb. There are many irregular verbs, however. Tips: 1. Make sure your students have these in their notes for present participle: A. Be verb + verbing

E.g. He is running. B. a/ an + verbing + noun

E.g. This is a dancing monkey. 2. Make sure your students have these in their notes for past participles: A. Be verb + Past participle verb (v.p.p.) B. have/ has/ had + v.p.p. C. v.p.p. + noun (in this case the v.p.p. is an adjective). D. Subject + be verb + v.p.p. E. Subject + be verb + noun + v.p.p. Notes: PRESENT PERFECT CONTINUOUS TENSE (HAVE/HAS BEEN VERBING) <`prEzNt `pRfIkt kJn`tInyUJs tEns>

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Book4, Unit 10 Present perfect continuous tense is used to describe action that began in the past and has continued to now or has just ended. Key Points: 1. The basic structure looks like this: (Subject) + (have/has) + been + (verb+ing).

E.g. I have been eating. 2. You can use this tense to describe something that began in the past and has recently ended or an action that began some time in the past and still continues. 3. If the action began in the past and still continues, use “for” or “since.” We use “for” with an amount of time (for 2 year, for 2 months, for a little while). We use “since” with a clear time in the past (since 1983, since December). Tips: 1. You can tell your students, “For how long,” or “Since when.” Have students switch between the two. 2. There are two timelines for this tense:

The first timeline shows that an action began before now, but is somehow related

to now. E.g. I have been studying English.

The second timeline shows that an action began in the past

and has continued until now

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Notes: PRESENT PERFECT TENSE (HAVE/ HAS DONE) <`prEzNt `pRfIkt tEns> Book 4, Unit 9 Present perfect tense is used to describe action that began at some point in the past and ended sometime before now. There are three uses: 1. Experience. 2. Finished action. 3. Continuing situations. Key Points: 1. The structure looks something like this: (Subject) + (has/ have) + (past participle). E.g. Claudia has practiced kung fu. 2. Use “just” with present perfect tense to talk about something recently finished. (Subject) + (has/ have) + just + (past participle). E.g. I have just finished reading that book. 3. We also use ‘for’ or ‘since’ to talk about time. We use ‘for’ with an amount of time (for 2 year, for 2 months, for a little while). We use ‘since’ with a clear time in the past (since 1983, since December). 4. The students should have their verbs memorized in the order present tense, past tense, past participle. (run, ran, run. want, wanted, wanted.) Tips: Here are two timelines for present perfect tense: (for an explanation of the

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timelines, check out Appendix E!) This timeline is used when you want to add ‘for’ or ‘since.’ This timeline is used when you want to use ‘just.’ Here is an equation: for (how long). (n./ / ) (has/have) + (p.p) since (time). Notes: PRONOUNS <`pronZUn> Book 2, Unit 1 Pronouns are words that take the place of nouns. They are no-name nouns. Key Points: 1. Subject pronouns can be either singular (I, you, he, she, it) or plural (they, you, we).

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2. Predicate pronouns (also known as object pronouns) can also be singular (me, you, him, her, it) or plural (us, you, them). 3. Possessive adjectives are words that come before a noun to tell that something belongs to someone. 4. Possessive pronouns take the place of the possessive adjective and noun. E.g. Zach’s hair is short than my hair.

Zach’s hair is shorter than mine. Tips: Here is a pronoun chart that should alleviate a little confusion for your class. Many of your problems will be solved by having a strong definition for possessive adjectives and possessive pronouns. Try making a tic-tac-toe game out of the following grid for some student-centered practice. Subject (1) Object (2) Possessive

Adjective (3) Possessive Pronoun (4)

He He Him His His She She Her Her Hers It It It Its Its I I Me My Mine You You You Your Yours We We Us Our Ours They They Them Their Their Tips: 1. Teach your students: Subject Pronouns (1) come before the verb. Object Pronouns (2) come after the verb. OR… (1) verb (2). E.g. I eat apples. Apples eat me. Possessive Adjectives (3) come before the noun. Possessive Pronouns (4) come after the noun. OR… (3) noun (4). E.g. This is my apple. The apple is mine.

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2. Here is a quick exercise to help with some of the confusion of possessive pronouns. It breaks the equation into more and more difficult examples. (poss. adj.) + (n.) = (poss. pronoun) His book = his That is my pencil. = That is mine. Notes: PROPER NOUNS AND COMMON NOUNS <:prapK `nZUnz> <:kamJn `nZUnz> Book 1, Unit 4 A proper noun is a particular person place or thing like a person’s name or the name of a place. A common noun is any person place or thing. Key Points: 1. Proper nouns are names, cities, countries, nationalities, languages, places, addresses, months, days of the week, or holidays. Proper nouns begin with a capital letter. 2. Common nouns can be either countable or uncountable. Tips: Countable vs. Uncountable nouns will be covered in-depth in Unit 5 (see Countable and Uncountable Nouns Book 1, Unit 5 for a nice chart to help your students with this type of noun). In this unit, give students a quick review, but keep in mind you will need to cover it again next week.

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Notes: PUNCTUATION AND CAPITALIZATION <pVGktSu`esJn> (kApJtLJ`zeSJn> Book 1, Unit 3 Punctuation is the marks, such as a period, comma, and parentheses, used in writing to separate sentences and their elements and to clarify meaning. Key Points: 1. Period (.) <`pIrIJd> to end a sentence or abbreviation

E.g. Mr. Smith works at the library. 2. Question mark (?) <kwestSJn `mark> to end a question

E.g. Where does Mr. Smith work? 3. Exclamation mark (!) <EksklJ`meSJn mark> to end an exclamatory sentence

E.g. How beautiful a day it is! 4. Comma (,) <`kamJ> many uses, any time a reader would take a breath

E.g. I like apples, and I like watermelon, mango and grapes, too. 5. Semicolon (;) <`sEmI:kolJn> to replace ‘and’ to connect two sentences

E.g. I like apples; I like watermelon, mango and grapes, too. 6. Colon (:) <`kolJn> to begin a list

E.g. I like lots of fruit: apples, watermelon, mango, and grapes. 7. Dash (⎯) <dAS> shows a pause

E.g. I have been to lots of places⎯Taipei, Hua Lien, Hsin Juang⎯in Taiwan.

8. Hyphen (-) <`hZIfJn> combine words E.g. Peter is such a good-looking boy.

9. Apostrophe (’) <J`pastrJfI> to show possession or contractions E.g. I don’t like Tyler’s hat.

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10. Ellipses (…) <I`lIpsiz> to show that someone isn’t finished speaking E.g. What are you doing…

11. Quotation marks (“ ”) <kwo`teSJn `mark> to indicate other people’s words

E.g. The teacher said, “Don’t watch TV while you write your homework.”

Tips: Give your students a few sentences that they need to punctuate. Notes: QUALITATIVE AND QUANTITATIVE ADJECTIVES <kwalJ:tetIv :AdjIktIv> <kwantJ:tetIv :AdjIktIv> Book 2, Unit 7 Qualitative adjectives describe the quality (shape, size, color) of a noun. Quantitative adjectives describe the number or amount of a noun. Key Points: 1. Qualitative adjectives include anything describing appearance, emotions, shape, size, color, weather conditions. 2 Quantitative adjectives include number, ordinal numbers, all, any, many, few, a little, some, etc… Tips: 1. You can make the differences between these two types of adjectives clearer by telling your students that:

A. Qualitative adjectives tell how something looks.

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B. Quantitative adjectives tell how many or how much there are of any noun.

Notes: REFLEXIVE PRONOUNS <rI`flEksIv `pronZUn> Book 2, Unit 3 Reflexive pronouns are pronouns that refer back to the subject of the clause in which it is used. Key Points: 1. Reflexive pronouns are used after verbs.

E.g. We really enjoyed ourselves. 2. Reflexive pronouns are used after verb phrases.

E.g. He takes care of himself. 3. Reflexive pronouns are often used with the preposition “by.”

E.g. I like to go for walks by myself. Tips: 1. Here again we are simply going to add to the pronoun chart that we began in Book 2, Unit 1. Subject Object Possessive

Adjective Possessive Pronoun

Reflexive Pronoun

He Him His His Himself She Her Her Hers Herself It It Its Its Itself

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I Me My Mine Myself You You Your Yours Yourself/

Yourselves We Us Our Ours Ourselves They Them Their Their Themselves 2. Try having your students make a few sentences on their own. Remind them that we often use (by + reflexive pronoun). Also remind them that the reflexive pronoun should agree with the subject. (E.g. Bob runs by himself at night.) 3. Here are some simple rules to clarify when to use and how to identify each of the different kinds of pronouns. Subject pronoun: Usually put in front of sentence. Object pronoun: Usually after a verb or preposition. Possessive adjective: Are followed by a noun (his cat, her dog). Possessive pronoun: Possessive adj. + noun. (That book is my book. That book is mine.) Reflexive pronoun: Often precede by ‘by’. Notes: Relative Pronouns <`rElJtIv :pronZUn> Book 2, Unit 6 A relative pronoun refers to an expressed or implied antecedent and attaches a subordinate clause to it. They refer to something that has already been mentioned. e.g., which, who.

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Key Points: 1. Relative pronouns can combine two short sentences.

A. Who. We use who when talking about a person as the subject pronoun.

E.g. Bob is a student. He studies at the junior high school. Bob is a student who studies at the junior high school.

B. Whom. We use whom when talking about a person as the object pronoun.

E.g. Perry is my older brother. Emily loves him. Perry is my brother whom Emily loves very much.

C. Which. We use which to refer to a thing or things. E.g. This is the new dress. I bought the new dress yesterday. This is the new dress, which I bought yesterday.

D. That. We can use that to replace who, whom or which. E.g. Bob is the student that studies at the junior high school. E.g. Perry is my brother that Emily loves very much. E.g. This is the new dress that I bought yesterday.

E. Whose. We can use this as a possessive adjective (see possessive adjective.)

E.g. I’m from a country. My country’s history goes back thousands of years. E.g. I’m from a country whose history goes back thousands of years.

2. Defining relative clauses define the whole sentence. 3. Non-defining clauses provide extra information. It is separated from the rest of the sentence by a comma. Tips: 1. Your students are going to be responsible for taking two sentences and combining them using one of the relative pronouns. This may be quite difficult. The first step in combing two sentences is finding where the sentences overlap. For Example: Bob is a student. He studies at the junior high school.

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In these two sentences, “Bob” and “he” refer to the same person. The second step is deciding what kind of word these are, what they refer to, and what kind of relative pronoun will be useful. For Example: “Bob” and “he” refer to a person. This person is the subject of the sentence. You can use either “who” or “that.” The third step is combining the sentences using the relative pronoun. For Example: Bob is a student who studies at the junior high school. Here we can simple take out he and insert the relative pronoun. Outline these steps on the board along with examples of when to use who, whom, which, that, and whose. If there is time, do a few sentences with the class or give them individual writing practice. 2. You can give your students a few easy points to remember about when to use each of the pronouns. Who= Person or persons as the subject. Whom= Person or persons as the object. Which/ That= things as the subject Whose= (Person/ Persons/ Noun)’s 3. When in doubt, use ‘that’. Notes:

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RESPONSES AND ADDITIONS <rI`spans> and <J`dISJn> Book 6, Unit 8 A response is an answer that a listener makes when the listener agrees with what was just said. Kind of a “Right on!’ or “Sing it sister.” An addition is when the speaker wants to give extra information or compare two things they are talking about. Key Points: 1. When responding to a positive statement: A. So + (be verb/ auxiliaries) + subject E.g. So do I. B. (Subject) + (be verb/ auxiliaries), + too.

E.g. Andy does, too. 2. When responding to a negative statement: A. Neither + (be verb/ auxiliaries) + (subject). E.g. Neither do I. B. (Subject) + (be verb/ auxiliaries) + not, + either. E.g. Jenny doesn’t either. 3. In additions: A. Connect two positive clauses with “and.” B. Connect two negative clauses with “and.” C. Connect a negative and a positive statement with “but.” 4. Making an addition is essentially taking a regular statement and adding a response to it using the appropriate conjunction.

E.g. I don’t like soup, and Jenny doesn’t either. (Because both clauses are negative, we can use the conjunction, “and.”)

Notes:

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SENSORY VERBS <`sEnJrI vRb> Book 5, Unit 9 Sensory verbs (look, sound, taste, smell and feel) are used to tell us about our five senses. Key Points: 1. If an adjective or noun follows the sensory verb, the structure will be slightly different. A. (Subject) + (sensory verb) + (adjective). E.g. He looks tired. B. (Subject) + (sensory verb) + like + (noun). E.g. He looks like a monkey. 2. There are many other ways to use sensory verbs that will get a different meaning. A. (Subject) + (sensory verb) + (object) + (verb). E.g. We saw Jim dancing.

B. To emphasize action in progress use the present participle, (verb+ing) (Subject) + (sensory verb) + (object) + (verb+ing).

E.g. We listened to her talking. C. Use the past participle to show that the action is happening to the object. (Subject) + (sensory verb) + (object) + (past participle verb).

E.g. He saw his video games broken. Tips: 1. Remind your students that because sensory verbs are various and some won’t fit into certain sentence patterns.

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2. Having said that, here are some sentence patterns: looked sounded adjective A. Sensory verb: tasted smelled like + (a/ an noun or nouns) feel/ felt see/ saw hear/ heard verb B. Sensory verb: watch/ watched + object look at/ looked at verbing listen to/ listened to C. Sensory verb: have, has/ had object + past participle verb. see/ saw Notes: SENTENCE STRUCTURE <`sEntJns `strVktSK> Book1, Unit 2 Sentence structures are the basic ways in which a sentence can be constructed to make sense. Key Points: There are five basic sentence structures

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1. (Subject <`sVbdjJkt>) + (object <`abdjJkt>). E.g. Birds fly.

2. (Subject) + (verb) + (complement <`kamplJmJnt>). E.g. Birds fly slowly.

3. (Subject) + (verb) + (object). E.g. I kicked the ball.

4. (Subject) + (verb) + (object) + (object). E.g. I gave my dog some dog food.

5. (Subject) + (verb) + (object) + (complement). E.g. I made my mom happy yesterday.

There are four kinds of sentences 1. Declarative sentence (see Book 5, Unit 7)

E.g. She is a college student. 2. Interrogative sentence

E.g. Are you a college student? 3. Imperative sentence (see Book 6, Unit 4)

E.g. Don’t look. 4. Exclamatory sentence (see Book 6, Unit 9)

E.g. How hot the weather is! Tips: An object is the recipient of action in a sentence. (E.g. I hit the ball.) A subject is the noun that the whole sentence is about. (E.g. I hit the ball.) A complement is a word that helps complete the meaning of the predicate. In the sentence, “I made my mom happy yesterday.” “ I” is the subject. “Made” is the verb. “My mom” is the recipient of the action making “my mom” the object. “Happy” completes the predicate making it the complement. Noun clauses are common types of complements (see Coordinate Clause, Principal Clause, Subordinate Clause Book 6, Unit 4).

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Notes: SIMPLE PAST TENSE (BE VERB) Book 4, Unit 3 Simple past tense is used when talking about something that happened before now. Unlike present perfect tense the time that it occurred is known and often stated. Unlike past continuous tense, the action occurred for a short time. Key Points: 1. The simple past tense structure looks like this: (I/ He/ She/ It) + was + (noun/ adjective/ prepositional phrase).

E.g. I was a monkey. E.g. He was fat. E.g. She was at school.

(You/ They/ We) + were + (noun/ adjective/ prepositional phrase). E.g. You were a monkey. E.g. They were fat. E.g. We were at school.

2. Structures will look like this: (Subject) + (was/were) + (noun/ adjective/ phrase).

E.g. I was late. (Subject) + (was/were) + not + (noun/ adjective/ phrase).

E.g. They were not ready. (Was/ Were) + (subject) + (noun/ adjective/ phrase)?

E.g. Was Tim at the party? (What/ When/ Where/ Why/ How) + (was/ were) + (subject) + (noun/ adjective/ phrase)?

E.g. Why was Alice angry? Who was + (noun/ adjective/ phrase)?

E.g. Who was in the museum?

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Tips: 1. Beware! There may be a mistake in the teacher’s copy of your book. On page 13 it says that you can use Who + were. In newer versions of the book this has been taken out. Check your books and check their books. 2. Here is a timeline: 3. Here is an equation: (n./ / ) + (was/were) + (n./ adj./ prep + place). Notes: Simple Past Tense (verb) Book 4, Unit 4 Simple past tense is used when talking about something that happened before now. Unlike present perfect tense the time that it occurred is known and often stated. Unlike past continuous tense, the action occurred for a short time. Key Points: 1. Past tense structure will look something like this: (Subject) + (past tense verb + (time).

E.g. Charles went home last night. 2. For many verbs, simply add –ed to make it past tense. 3. There are many irregular verbs that do not follow the above rule. 4. When pronouncing past tense verbs ending in –ed, there are several rules. A. When the ending sound of the verb is voiceless, -ed sounds like [-t]

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B. When the ending sound is a voiced consonant or a vowel, -ed sounds like [-d]. C. When the ending sound is [-t] or [-d], -ed will sound like [-Id]

Tips: 1. For an example of the timeline see Simple Past Tense (be verb). 2. Here is an equation: (n./ / ) + (past tense verb) + (time). 3. When teaching the ending sounds that –ed can take, you might find it useful to present the material in a chart.

Voiceless <t> Voiced <d> <Id>

-p -m -t -k -n -d -s -th <T> -f Etc. -ch -sh

4. You also might need to supply your children with a definition of regular and irregular verbs because they are going to hear a lot about them from now on. Regular (v.) = (v.)ed Irregular (v.) = (v.) change

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Notes: SIMPLE PRESENT TENSE (BE VERB) <`sImpL prEzNt tEns> Book 4, Unit 1 Simple present tense is used when describing something that happens everyday or an unchanging fact. Key Points: 1. The pronoun and be verb have to agree like this: I am + (noun/ adjective/ phrase). E.g. I am happy. (You/ We/ They) + are + (noun/ adjective/ phrase). E.g. You are pretty. (He/ She/ It) + is + (noun/ adjective/ phrase). E.g. He is at the dentist. Tips: 1. Your children should know this pretty well as they have had this information since beginning their English study. This will be one of the few lessons in which you are asked to go through two Step Into Grammar units on the same night. Go over the combinations of pronouns and be verbs a few times, check for comprehension and move on.

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2. Here is a timeline: 3. Here is a be verb/ pronoun chart:

Pronoun Be verb I Am You Are We Are They Are He Is She Is It is

Notes: SIMPLE PRESENT TENSE (VERB) <`sImpL prEzNt tEns> Book 4, Unit 2 Simple present tense is used when describing something that happens everyday or an unchanging fact.

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Key Points: 1. Simple present tense is used with present fact, habit, unchangeable fact.

E.g. Fact: I am American. E.g. Habit: I walk to school everyday. E.g. Unchangeable Fact: The moon goes around the Earth.

2. (He, She, It) + (verb+s) 3. Sentence structures will look like this: (Subject) + (verb)

E.g. I run everyday. (Subject) + (do/does) + not + (verb)

E.g. He does not brush his teeth. (Do/ Does) + (subject) + (verb)?

E.g. Does Doug have a car? (What/ When/ Where/ Why/ How) + (do/ does) + (subject) + (verb)?

E.g. When does Rich eat breakfast? Who + (verb+s)?

E.g. Who studies English? Tips: Your students should know the first person singular rule as something like this: (he, she, it, name) + (V+s) Notes: SPECIAL VERBS Book 5, Unit 10

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Causative verbs that makes something happen. Verbal phrases are verbs that always need a preposition. Key Points: 1. Some causative verbs include: get, allow, encourage, and help. 2. The structures will look like this: A. (Subject) + (causative verb) + (object) + to + (verb). E.g. The teacher gets the students to clean the classroom. B. (Subject) + (causative verb) + (object) + (verb). E.g. The boy helps the old woman cross the road. C. (Subject) + (causative verb) + (object) + (past participle). E.g. Nancy had her hair done last night. 3. Many verbs are followed by a preposition. Tips: 1. Make sure your students have the patterns from Key Point 2 in their notes. 2. For a list of verbal phrases, check out Appendix D. Notes: SUPERLATIVE ADJECTIVES <su`pRlJtIv `AdjIktIv> Book 3, Unit 2 Superlative adjectives are used to compare three or more things. They show the highest degree of a certain quality. We almost always use “the” before the adjective.

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Key Points: 1. For short adjectives or 2 syllable adjectives ending in -y, we usually add –est to the end. E.g. fastest, smartest, coolest, ugliest, happiest, busiest 2. For adjectives of 3 or more syllables, we usually use most. E.g. most handsome, most successful, most boring 3. There are exceptions to these rules. A. Some 2 syllable words can use “most” or –est. B. There are irregular adjectives that don’t follow these rules. Tips: 1. Here is a chart to help your students remember when to use “most,” and when to use –est: Superlative 1 syllable The (adj.)-est 2 syllables The most (adj.) 2. Comparative= (A>B) Adj. + (adj.+er, adj.+r, adj.+ier, more adj.) + than Superlative = (A> B,C,D…) Be verb + the (adj.+est, most adj.) 3. When you see ‘the’ use comparative. When you see ‘than’ use superlative. Notes:

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TAG QUESTIONS <tAg `kwEstSJn> Book 5, Unit 8 Tag questions are formed by adding a negative question onto a positive statement. You can also add a positive question onto a negative statement. Tag questions are used when the speaker knows what they want the listener to answer or when the speaker is not sure what they want to say. Key Points: 1. When you want to confirm a positive statement, add a negative question. (auxiliary+n’t) + (subject). (see negative questions Book 5, Unit 6 and auxiliaries Book 5, Unit 1). E.g. She went to Africa, didn’t she? 2. When you want to confirm a negative statement, add a positive question. (auxiliary) + (subject). E.g. He doesn’t know how to swim, does he? 3. Positive sentences with positive tags are used to make a suggestion to the listener. E.g. Be quiet, will you? Tips: 1. If the sentence is positive with a negative tag, then the speaker is 90% sure the answer is positive. If the sentence is negative with a positive tag, then the speaker is 90% sure the answer is negative. Notes:

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THIRD PERSON SINGULAR RULE STEP AHEAD 2 PATTERNS LESSON 12 This is a rule that tells us when the subject is “he, she, it” or “name,” and the verb is present tense, then the verb will have an ‘s’ on the end. Key Points: 1. (He, she, it, name) + (Verb+s)

E.g. He likes apples. E.g. He wants money. E.g. He has a kite. E.g. He goes to school.

2. In an interrogative sentence, the ‘s’ will be on the auxiliary, “does,” rather than the verb.

E.g. What does he like? E.g. What does he want? E.g. What does he have? E.g. Where does he go?

3. In a negative sentence, the ‘s’ will be on the auxiliary “does” rather than the verb.

E.g. He does not like apples. E.g. He does not want money. E.g. He does not have a kite. E.g. He does not go to school.

4. In a simple present tense with “can,” ‘s’ is not added to the auxiliary or the verb. Tips: The children learn this rule pretty early in their studies. It is best to break these three key points down into 2 simple chants: He, she, it—s,s,s One sentence, one ‘s’ (because does has an ‘s’ in the question and ‘no’ answer, the verb does not take an ‘s’.)

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Appendix A: Glossary Additions Book 6, Unit 8 <J`dISJn> A type of sentence structure used when the speaker

wants to add more information or compare two things that they are talking about ….page

61

Adjective Book 1, Unit 1 <`AdjIktIv> Modifies a noun….page 42

Adjective Clause Book 6, Unit 4 <`AdjIktIv klOz> A clause that modifies the noun of

the main clause….page 20

Adjective phrase Book 6, Unit 1 <`AdjIktIv frez> (be verb) + (adjective) + (preposition) E.g. I am bored with beef noodles….page 46

Adverb Book 1, Unit 1 <`AdvRb> Modifies a verb, adjective, or adverb; often ending in –

ly….page 42

Adverb Clause Book 6, Unit 4 <`AdvRb klOz> A clause that modifies the verb of the

main clause….page 20

Adverbs of Degree Book 3, Unit 4 <`AdvRb Jv dI`gri> Adverbs that tell us how much

or how little….page 39

Adverbs of Frequency Book 3, Unit 4 <`AdvRb Jv `frikwJnsI> A word that shows

how often a verb occurs….page 43

Adverbs of Manner Book 3, Unit 4 <`AdvRb Jv `mAnK> A word that shows how the

verb acts….page 39

Adverbs of Place Book 3, Unit 4 <`AdvRb Jv ples> A word that shows a direction of

place….page 39

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Adverbs of Time Book 3, Unit 4 <`AdvRb Jv tZIm> A word that shows when the

verb happens….page 39

Apostrophe Book 1, Unit 3 <J`pastrJfI> Used to show possession or

contractions….page 55

Appositions Book 6, Unit 10 <:ApJ`zISJn> Nouns, noun phrases or noun clauses that

rename the noun that they follow….page 11

Auxiliaries Book 5, Unit 1 <:ZUg`zIlJrI> Verbs that help the main verb to make different

tenses like continuous tense, perfect tense or passive voice. They are sometimes called

helping verbs….page 12

Basic Auxiliaries Book 5, Unit 1 <`besIk :ZUg`zIlJrI> Auxiliary verbs like “do” and

“does” for present tense and “did” for past tense….page 12

Be Verb <bi vRb> am, is, are, was, were, be, being, been

Capitalization Book 1, Unit 3 <:kApJtLJ`zeSJn> Making the first letter of a word upper-

cased as in the beginning of a sentence or to denote a proper noun….page 55

Causative Verbs Book 5, Unit 10 <`kOzJtIv vRb> A word that expresses

causation….page 71

Clause <klOz> A unit of grammatical organization next below the sentence in rank and in

traditional grammar said to consist of a subject and predicate. See also principal clause ,

subordinate clause….page 19

Colon Book 1, Unit 3 (:) <`kolJn> Used before a list….page 55

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Comma Book 1, Unit 3 (,) <`kamJ> Has many uses; used whenever the reader would

take a breath….page 55

Common Nouns Book 1, Unit 4 <:kamJn `nZUn> A place or thing that is not

capitalized….page 54

Comparative Adjectives Book 3, Unit 1 <kJm`pArJtIv `AdjIktIv> A word used to show

the differences between two nouns….page 13

Comparison Adverbs Book 3, Unit 7 <kJm`pArJtIv AdvRb) Adverbs that end in –er

or –est. These adverbs help to compare and contrast two or more things….page 14

Complement <`kamplJmJnt> A word or phrase that completes the meaning of the

predicate….page 64

Conditional Sentences (if) Book 6, Unit 3 <kJn`dISJnL `sEntJns> A sentence made up of

a main clause and an “if” clause. The main clause can only happened when the “if”

clause is satisfied….page 16

Conjunctions Book 1, Unit 1 and Book 6, Unit 2 <kJn`djVnkSJn> Words that connect

words or phrases; joining words….page 42, 18

Contraction <kJn`trEkSJn> Putting two words together to form a new word. Often made

by putting and auxiliary and ‘not’ together.

Coordinate Clause Book 6, Unit 4 <ko`OrdN:Jt klOz> Clauses that are identical in rank

and function; they are joined by a coordinating conjunction….page 19

Coordinating Conjunctions Book 6, Unit 2 <ko`Ordn;etIG kJn`djVGkSJn> Coordinating

conjunctions connect two parts of a sentence that are grammatically similar. E.g. and,

but, or….page 18

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Countable Nouns Book 1, Unit 5 <`kZUntJbL :nZUn> Objects that we can touch and

count easily….page 21

Dash Book 1, Unit 3 (⎯) <dAS> Used to show a pause….page 55

Declarative Sentences Book 1, Unit 2 <dI`klErJtIv `sEntJns> A sentence stating

fact….page 64

Defining Relative Clauses <`dIfZInIG :rElJtIv klOz> The purpose of the defining

relative clause is to determine clearly whom the sentence is talking about.

Definite Article (the) Book 1, Unit 7 <:dEfJnIt `artIkL> The….page 22

Demonstrative Adjectives Book 2, Unit 4 <dI`man:strJtIv `AdjIktIv> When “this,”

“that,” “these,” and “those” are placed in front of a noun, they become adjectives….page

23

Demonstrative Pronouns Book 2, Unit 4 <dI`man:strJtIv :pronZUn> This, that, these,

those….page 23

Determiners Book 2, Unit 5 <dI`tRmInK> Used in front of nouns to indicate whether you

are referring to something specific or something of a particular type. E.g. a, the,

every….page 36

Direct Objects Book 2, Unit 2 <dJ`rEkt `abdjIkt> The recipient of the action in a

sentence. In the sentence, “I hit the ball,” the action ‘hit,’ is happening to the ball making

“the ball,” the DO….page 24

Direct Questions Book 5, Unit 7 and Book 6, Unit 7 <dJ`rEkt `kwEstSJn> Interrogative

sentences; they have question marks….page 27, 24

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Direct Speech Book 6, Unit 6 <dJ`rEkt spitS> Quoted speech….page 25

Ellipses Book 1, Unit 3 (…) <I`lIpsiz> Used to show that the speaker is not finished

talking….page 56

Exclamation Mark Book 1, Unit 3 (!) <EksklJ`meSJn `mark> Used to denote the end of

an exclamatory sentence….page 55

Exclamatory Sentences Book 1, Unit 2, Book 6, Unit 9 <Ik`sklAmJ:tOrI `sEntJns> A

sudden cry or remark expressing surprise, anger or pain….page 64, 38

Future Continuous Tense (will be verb+ing) Book 4, Unit 8 <`fyUtSK kJn`tInyUJs tEns>

A tense that shows action at one time in the future. The action will have already started

but not yet finished….page 30

Future Tense (will/ be going to) Book 4, Unit 7 <`fyUtSK tEns> A tense that shows that

action will happen….page 35

Gerunds Book 6, Unit 5 <`djErJnd> (verb+ing) words that are used as nouns….page 33

Hyphen Book 1, Unit 3 (-) <`hZIfJn> Smaller than a dash, used to combine

words….page 55

“If” Clause Book 6, Unit 3 <`If klOz> The part of a conditional sentence that begins

with “if.” ….page 16

Imperatives Book 1, Unit 2 and Book 6, Unit 5 <Im`pErJtIv> Sentences that show a

mood, often commanding….page 64, 34

Indefinite Articles (a, an) Book 1, Unit 6 <In`dEfJnIt `artIkL> a, an….page 35

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Indefinite Pronouns Book 2, Unit 5 <In`dEfJnIt :pronZUn> A “no name noun” that does

not refer to any particular noun. E.g. someone, anyone, somebody….page 36

Indirect Objects Book 2, Unit 2 <:IndJ`rEkt `abdjIkt> The recipient of the direct object,

or an otherwise affected participant in the event. (In the sentence, “I sent him a letter,”

‘him’ is the direct obeject and ‘a letter’ is also affected by the verb making ‘a letter’ the

indirect object….page 24

Indirect Questions Book 6, Unit 7 <:IndJ`rEkt `kwEstSJn> Reported questions; they end

in a period rather than a question mark….page 24

Indirect Speech Book 6, Unit 6 <:IndJ`rEkt spitS> Reported speech. It is not

quoted….page 25

Infinitives Book 5, Unit 4 <In`fInJtIv> to + (verb) ….page 37

Infinitive Phrase <In`fInJtIv frez> A phrase beginning with (to+ verb)

Interjections Book 1, Unit 1 and Book 6, Unit 9 <:IntK`djEkSJn> An exclamatory word,

often followed by an exclamation point….page 42, 38

Interrogative Adverbs Book 3, Unit 4 <:IntJ`ragJtIv `AdvRb> Question words: who,

what, when, where, why, how….page 39

Interrogative Sentences Book 1, Unit 2 <:IntJ`ragJtIv sEntJns> Questions….page 64

Inversions Book 6, Unit 10 <In`vRjJn> Sentences that begin with a word other than the

subject….page 11

Modal Auxiliaries Book 5, Unit 1 <`modL :ZUg`zIlJrI> All the auxiliary verbs except be, do and have are called modals. Unlike other auxiliary verbs modals only exist in their

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helping form; they cannot act alone as the main verb in a sentence.

Be, do, and have also differ from the other auxiliaries in that they can also serve as ordinary verbs in a given sentence.

The modal auxiliaries are: can, could, may, might, will, would, shall, should, must, have

to, has to….page 12

Negative Sentences Book 5, Unit 6 <`nEgJtIv `sEntJns> A sentence that contains “no,”

“not,” or “never.” ….page 40

Negative Questions Book 5, Unit 6 <`nEgJtIv `kwEstSJn> A question with “no,” “not” or

“never.” ….page 40

Non-Defining Relative Clause <nan`dIfZIniG :rElJtIv klOz> As apposed to the defining

relative clause, the non-defining relative clause adds interesting information to the

sentence, but is in now way essential.

Non-Restrictive Appositions Book 6, Unit 10 <:nanrI`stIktIv :ApJ`zISJn> A word or

phrase that renames a noun. Non-restrictive appositions are set apart from the rest of the

sentence by a set of commas….page 11

Noun Book 1, Unit 1 <nZUn> A person, place, or thing….page 42

Noun Clause Book 6, Unit 4 <nZUn klOz> A clause (see Clause) that begins with

“that.” ….page 20

Noun Phrase Book 6, Unit 10 <nZUn frez> A group of words that together function as

the subject, object or prepositional object….page 11

Object <`abdjIkt> The object of the sentence is the recipient of the action….page 66

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Object Complement <`abdjIkt `kamplJmJnt> A phrase following the object to complete

its meaning. (E.g. He finds this music very pleasant.)

Object Pronouns Book 2, Unit 1 <`abdjIkt :pronZUn> Pronouns placed after the verb in

the sentence. E.g. me, you, him, her, it, us, you, them….page 53

Participle Book 5, Unit 3 <`partJsJpL> A word formed from a verb that can function

within a verb phrase….page 48

Parts of Speech Book 1, Unit 1 <:parts Jv `spits> A category to which a word is

assigned in accordance with its syntactic functions. See noun, pronoun, adjective,

determiner, verb, adverb, preposition, conjunction, and interjection….page 42

Passive Voice Book 5, Unit 2 <`pAsIv vOIs> A sentence structure used when the object

is more important than the subject; the subject is often times omitted all together….page

43

Past Continuous Tense (was/were verbing) Book 4, Unit 6 <`past kJn`tInyUJs tEns> A

tense used to show that the subject was in the middle of doing an action sometime before

now….page 44

Past Participle Book 5, Unit 3 <`past `partJsJpL> The form of the verb that often ends

in –ed, although there are many irregular forms….page 48

Period Book 1, Unit 3 (.) <`pIrIJd> Used to denote the end of a declarative

sentence….page 55

Plural Noun <`plUrJl nZUn> A noun of which there are more than one.

Possessive Adjectives Book 2, Unit 1 <pJ`zEsIv :AdjIktIv> Words that come before a

noun to tell that the noun belongs to someone. E.g. his, her, our, my….page 53

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Possessive Pronouns Book 2, Unit 1 <pJ`zEsIv :pronZUn> Words that replace the

possessive adjective and the noun in a sentence. E.g. mine, ours, hers, his, theirs….page

53

Preposition Book 1, Unit 1 and Book 6, Unit 1 <:prEpJ`zISJn> Words that tell us more

about time and place….page 42, 46

Preposition phrase Book 6, Unit 1 <:prEpJ`zISJn frez> (preposition) + (noun) E.g. I

go to school by scooter….page 46

Prepositional Object <:prEpJ`zISJnL `abdjIkt> The words that follow prepositions to

make prepositional phrases. (In the sentence, “I was at home,” ‘at’ is the preposition and

‘home’ is the object of the preposition.)

Prepositions of Place Book 6, Unit 1 <:prEpJ`zISJn Vv ples> Words that tell us

where….page 46

Prepositions of Time Book 6, Unit 1 <:prEpJ`zISJn Vv tZIm> Words that tell us

when….page 46

Present Continuous Tense (am/is/are + verbing) Book 4, Unit 5

<`prEzNt kJn`tInyUJs tEns> A tense that tells us that an action is happening now….page

47

Present Participle Book 5, Unit 3 <`prEzNt `partJsJpL> The (verb+ing) form of a

verb….page 48

Present Perfect Continuous Tense (have/ has been verbing) Book 4, Unit 10

<`prEzNt `pRfIkt kJn`tInyUJs tEns> Present perfect continuous tense tells us about

action that began in the past and has continued until now or recently ended….page 50

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Present Perfect Tense (have/ has done) Book 4, Unit 9 <`prEzNt `pRfIkt tEns> A tense

used to describe action that began at some time in the past and has ended sometime

before now. This tense is useful in two situations: 1. Experience. 2. Finished

action….page 51

Principal Clause Book 6, Unit 4 <`prInsJpL klOz> The most important part of the

sentence; the main clause….page 19

Pronouns Book 1, Unit 1 and Book 2, Unit 1 <`pronZUn> Words that take the place of a

noun, a no-name noun….page 42, 53

Proper Nouns Book 1, Unit 4 <:prapK `nZUn> Cities, countries, nationalities,

languages, places, addresses, months, days of the week, holidays. These words need to be

capitalized….page 54

Punctuation Book 1, Unit 3 <:pVGktSU`eSJn> The marks, such as period, comma, and

parentheses, used in writing to separate sentences and their elements and to clarify

meaning….page 55

Qualitative Adjectives Book 2, Unit 7 <`kwalJ:tetIv :AdjIktIv> Used to describe the

shape, size, color (etc.) of a noun….page 56

Quantitative Adjectives Book 2, Unit 7 <`kwantJ:tetIv :AdjIktIv> Used to describe the

amount of a noun….page 56

Question Mark Book 1, Unit 3 (?) <:kwEstSJn `mark> Used to denote the end of an

interrogative sentence….page 55

Quotation Marks Book 1, Unit 3 (“ ”) <kwo`teSJn `mark> Used to indicate other

people’s words….page 56

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Reflexive Pronouns Book 2, Unit 3 <rI`flEksIv :pronZUn> Pronouns that refer back to

the subject of the clause in which they are found….page 57

Relative Clause <`rElJtIv klOz> A clause beginning with the relative pronoun, that,

which, who or whom….page 59

Relative Pronouns Book 2, Unit 6 <`rElJtIv :pronZUn> Pronouns that refer to something

that has already been talked about. E.g. which, who, that….page 58

Responses Book 6, Unit 8 <rI`spans> Something the listener says when they agree with

what the speaker has just said….page 61

Restrictive Appositions Book 6, Unit 10 <rI`strIktIv :ApJ`zISJn> Words or phrases that

rename proper nouns. Restrictive appositions do not need to be set aside by a

comma….page 11

Semicolon Book 1, Unit 3 (;) <`semI:kolJn> Used to replace “and” in joining two

sentences….page 55

Sensory Verbs Book 5, Unit 9 <`sEnsJrI vRb> Verbs that tell us about our 5

senses….page 62

Similes Book 3, Unit 7 <`sImJ:lI> A sentence structure used when two things are equal

in a given quality….page 15

Simple Past Tense Book 4, Unit 3 and Book 4, Unit 4 <`sImpL prEzNt tEns> The

structure of a sentence that shows the actions has happened sometime before now….page

65, 66

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Simple Present Tense Book 4, Unit 1 and Book 4, Unit 2 <`sImpL prEzNt tEns> The

structure of a sentence that shows a habit, present fact or unchanging fact….page 68, 69

Singular Noun Book 4, Unit 1 <`siGgyJlK nZUn> The form of the noun used when there

is only one of that noun or when the noun is uncountable….page 64

Subject <`sVbdjIkt> A noun phrase functioning as one of the main components of a

clause, being the element about which the rest of the clause is predicated….page 66

Subject Pronouns Book 2, Unit 1 <`sVbdjIkt `pronZUn> Pronouns placed before the

verb in a sentence. E.g. I, you, he, she, it, they, we….page 52

Subordinate Clause Book 6, Unit 4 <sJ`bOrdNIt klOz> A clause with a subject and verb

that still relies on the principal clause for complete meaning….page 19

Subordinating Conjunctions Book 6, Unit 2 <sJ`bOrdNetIG kJn`djVGkSJn> A word or

phrase that joins a subordinate clause to a main clause. E.g. although, because….page 18

Superlative Adjectives Book 3, Unit 2 <su`pRlJtIv `AdjIktIv> The form of an adjective

that shows a person, place or thing has the highest degree of a certain quality….page 71

Tag Questions Book 5, Unit 8 <tAg ``kwEstSJn> Questions used when the speaker

wants agreement with what they said in the principal clause of the sentence….page 73

Tense <tEns> A set of forms taken by a verb to indicate the time (and sometimes also the

continuance or completeness) of the action in relation to the time of the utterance. See:

simple past tense, simple present tense, present continuous tense, past continuous

tense, future continuous tense, future tense, present perfect tense, and present

perfect continuous tense

Transitive Verb <`trAnsJtIv vRb> A verb that usually takes an object.

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Uncountable Nouns Book 1, Unit 5 <Vn`kZUntJbL `nZUn> Objects like liquids that are

impossible to count….page 21

Verbal Phrases Book 5, Unit 10 <vRbL frez> A verb that always has a preposition

behind it….page 46, 71

Verbs Book 1, Unit 1 <vRb> An action or state; something we can do….page 42

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Appendix B : Irregular Verbs Base Simple Past Past

Participle Base Simple Past Past

Participle Arise Arose Arisen Give Gave Given Awake Awoke Awoken Go Went Gone Be Was/ Were Been Grow Grew Grown Bear Bore Borne Hang Hung Hung Beat Beat Beaten Have Had Had Become Became Become Hear Heard Heard Begin Began Begun Hide Hid Hidden Bend Bent Bend Hit Hit Hit Bet Bet Bet Hold Held Held Bite Bit Bitten Hurt Hurt Hurt Bleed Bled Bled Keep Kept Kept Blow Blew Blown Kneel Kneeled Knelt Break Broke Broken Know Knew Known Bring Brought Brought Lay Laid Laid Build Built Built Lead Led Led Burn Burned Burnt Leap Leapt Leapt Buy Bought Bought Leave Left Left Catch Caught Caught Lend Lent Lent Choose Chose Chosen Let Let Let Come Came Come Lie Lay Lain Cost Cost Cost Light Lit Lit Cut Cut Cut Lose Lost Lost Dig Dug Dug Make Made Made Do Did Done Mean Meant Meant Draw Drew Drawn Pay Paid Paid Dream Dreamed Dreamt Put Put Put Drink Drank Drunk Quit Quit Quit Drive Drove Driven Read [rid] Read [rεd] Read [rεd] Eat Ate Eaten Ride Rode Ridden Fall Fell Fallen Ring Rang Rung Feed Fed Fed Run Ran Run Feel Felt Felt Say Said Said Fight Fought Fought See Saw Seen Find Found Found Send Sent Sent Fit Fit Fit Shake Shook Shaken Flee Fled Fled Shave Shaved Shaved Fly Flew Flown Shine Shined Shone Forbid Forbade Forbidden Shoot Shot Shot Forget Forgot Forgotten Show Showed Shown Forgive Forgave Forgiven Shrink Shrank Shrunk Freeze Froze Frozen Shut Shut Shut Get Got Gotten Sing Sang Sung

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Base Simple Past Past Participle

Base Simple Past Past Participle

Sink Sank Sunk Swear Swore Sworn Sit Sat Sat Sweep Swept Swept Slay Slew Slain Swell Swelled Swollen Sleep Slept Slept Swim Swam Swum Slide Slid Slid Swing Swung Swung Sneak Sneaked Snuck Take Took Taken Speak Spoke Spoken Teach Taught Taught Speed Sped Sped Tear Tore Torn Spend Spent Spent Tell Told Told Spill Spilled Spilt Think Thought Thought Spin Spun Spun Throw Threw Thrown Spit Spit Spat Undergo Underwent Undergone Split Split Split Understand Understood Understood Spread Spread Spread Upset Upset Upset Spring Sprang Sprung Wake Woke Waken Stand Stood Stood Wear Wore Worn Steal Stole Stolen Weave Wove Woven Stick Stuck Stuck Weep Wept Wept Sting Stung Stung Wet Wet Wet Stink Stank Stunk Wind Wound Wound Strew Strewed Strewn Wring Wrung Wrung Strike Struck Stricken Write Wrote written Appendix C: Verbs Learned in Step Ahead 12 Base Simple Past Past

Participle Base Simple Past Past

Participle Be Was/ were Been Feel Felt Felt Become Became Become Fight Fought Fought Begin Began Begun Find Found Found Bite Bit Bitten Fly Flew Flown Blow Blew Blown Forgot Forgot Forgotten Break Broke Broken Forgive Forgave Forgiven Bring Brought Brought Get Got Got/ Gotten Can Could -- Give Gave Given Catch Caught Caught Go Went Gone Come Came Come Grow Grew Grown Cut Cut Cut Hang Hung Hung Do Did Done Have Had Had Draw Drew Drawn Hear Heard Heard Drink Drank Drunk Hide Hid Hidden Drive Drove Driven Hit Hit Hit Eat Ate Eaten Hold Held Held Fall Fell Fallen Hurt Hurt Hurt

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Keep Kept Kept Show Showed Shown Know Knew Known Sing Sang Sung Leave Left Left Sit Sat Sat Let Let Let Sleep Slept Slept Lie Lay Lain Speak Spoke Spoken Lose Lost Lost Spend Spent Spent Make Made Made Stand Stood Stood Mean Meant Meant Steal Stole Stolen Pay Paid Paid Sweep Swept Swept Put Put Put Swim Swam Swum Read [rid] Read [rεd] Read [rεd] Take Took Taken Ride Rode Ridden Teach Taught Taught Ring Rang Rung Tell Told Told Run Ran Run Think Thought Thought Say Said Said Throw Threw Thrown See Saw Seen Understand Understood Understood Sell Sold Sold Wake Woke Woken Send Sent Sent Wear Wore Worn Set Set Set Win Won Won Shake Shook Shaken Write Wrote Written

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Appendix D: Verbal Phrases Advise against Come over Get by Listen to Stick to Apologize for Come through Get even Live up to Stoop to Approve of Come to Get into Look after Succeed in Back out Come up Get off Look at Take after Bear up Come upon Get on Look back on Take care of Be familiar with Come up with Get out of Look down on Talk about Believe in Complain about Get over Look for Think about Brush up Count on Get rid of Look forward to Try out for Carry on Cut down on Get through Look like Turn into Catch up Deal with Get through to Look out for Turn out for Choose between Do without Get through with Look up to Turn up Come about Dream about/ of Get to know Make up Wait for Come across Feel like Get up Object to Walk out on Come along Fill in for Give up on Part with Watch out for Come apart Follow up on Go back on Plan on Wonder about Come around Get about Go in for Put up with Work up to Come between Get after Go through Rely on Write about Come by Get ahead Hurry up with Resort to Come down with Get along Insist on Run across Come in Get around Keep up with Run into Come into Get away Laugh at Run out of Come off Get back Let up Run through Come out Get behind Listen in on Stand up to Appendix E: Timelines

Simple present tense timeline. The circles show that an action

happens habitually or the action will always happen without fail.

Present continuous tense timeline.

The wavy line shows that the action has begun in the past,

is happening now, and will likely continue some time into the future.

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Simple past tense timeline.

This timeline shows that the action happened at a particular time in

the past. The action happened for a short time.

Past continuous tense. This timeline shows that an action

happened in the past for a long time. When this action was in progress,

something else happened.

Future tense timeline. This timeline shows that action

will happen in the future for a short time.

Future continuous tense timeline. This timeline shows that an

action will take place for a lone time in the future. While the action

is in progress, another action will occur.

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Present perfect tense timelines. The first timeline shows that an action happened

in the past. The second timeline shows that an action has just occurred.

Present perfect continuous tense. The first timeline shows that an action

began before now, but is somehow related to now.

E.g. I have been studying English. The second timeline shows that

an action began in the past and has continued until now

Past perfect tense timeline. There are two actions in this

timeline. The circle represents one action

that happened in the past. The question mark represents another action that happened before the first.

E.g. I studied English before I went to Australia.

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Appendix F: Web Resources www.learnenglish.de www.nclrc.org/essentials/grammar/grindex.htm www.kimskorner4teachertalk.com/grammar/menu.htm www.songsforteaching.com/grammarspelling.htm http://esl.about.com www.eslbase.com/grammar www.siu.edu/~cest/teachers/know/grammar.html http://grammar.uoregon.edu/toc.html .

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